ADHD in Adults
Research into ADHD among adults is still new. People used to believe that ADHD was a childhood disorder that could be outgrown. However, researchers now understand that they were wrong: ADHD can continue through college age and the rest of one's life. Up to two-thirds of ADHD children become ADHD adults.College students who have ADHD may have trouble organizing, prioritizing, and finishing their work on time, doing long assignments, doing tasks that have many steps, writing papers, handling math requirements, interacting with faculty and students in an appropriate way, meeting expectations, and following rules.
ADHD adults in general often feel they are underachievers, are disorganized, procrastinate, do many projects at the same time without finishing anything, can't stand boredom, can't focus, have low tolerance for frustration, are impulsive, worry a lot, and have mood swings. Hyperactive adults are not as “hyper” as children, but they are often restless and may pace a lot, drum their fingers, or fidget.
Tips for Working with ADHD Students
There is very little literature on how to tutor college students with ADHD. However, many authors have shared ideas on how teachers can help children in their classroom who have ADHD. Other authors have shared ideas on how people with ADHD can help themselves become more organized. Some of these ideas may be useful for tutors who work with college students.Dr Booth emphasizes that it is important for teachers (and, one presumes, tutors) to be aware that "no two students with ADD or LD are alike and that there are multiple approaches that can and will be different from student to student". Accordingly, Booth encourages teachers to be flexible.
Similarly, one fact sheet suggests that teachers should find out what specific things are hard for each student. For example, one student with ADHD might have trouble starting a task, and another student might have trouble finishing one task and starting the next. According to Hallowell and Ratey, teachers should be open to new ideas because sometimes what helps ADHD students may seem "eccentric".
Booth strongly encourages that teachers use accommodations to help students learn to become more independent. Accordingly, teachers should only give students additional interventions or accommodations when the students really need them. The goal should always be to slowly remove accommodations when possible. Teachers can provide support in planning long projects until the student gradually learns how to use better time management skills and how to plan ahead better.
People who work with children or other students with ADHD can help them by reminding them about assignments they need to do. Also, teachers should give directions both face to face and in writing. When a person with ADD is daydreaming, it can help to make eye contact with the person. The eye contact "pulls" them away from their daydream so they can pay attention.
Students with ADHD can usually focus better in a quiet, "low distraction" work area. One author suggests that college students with ADHD use the last 15 minutes of each study period to review their progress on their various projects and to plan what they will need to do the next day.
Structure is important for people with ADHD. They can help themselves by making lists to remind themselves of things they need to do. They should divide large tasks into small ones and give themselves deadlines for finishing each small part. Sometimes it helps to have an ADD coach: someone who asks what tasks the ADHD persons need to do and what they're doing to prepare, and who can even help them choose, prioritize, and define goals.